Proceedings of The ICECRS
Vol 1 No 1 (2016): "Generating Knowledge through Research", 25-27 October 2016, CAS Auditorium - Universiti Utara Malaysia
Articles

TAHAP AMALAN PENERAPAN KEMAHIRAN PEMIKIRAN KRITIS (KPK) DI SEKOLAH MENENGAH BERPRESTASI TINGGI, SEDERHANA DAN RENDAH
PRACTICE STAGE APPLICATION OF CRITICAL THINKING SKILLS (KPK) IN HIGH, SIMPLE AND LOW ACHIEVEMENT MIDDLE SCHOOL


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  • Shamsuddin Muhammad,
  • Ruzlan Md Ali,
  • Siti Noor Ismail
Shamsuddin Muhammad
Universiti Utara Malaysia, Malaysia
Ruzlan Md Ali
Universiti Utara Malaysia, Malaysia
Siti Noor Ismail
Universiti Utara Malaysia, Malaysia
Picture in here are illustration from public domain image or provided by the author, as part of their works
DOI: https://doi.org/10.21070/picecrs.v1i1.639
Published October 30, 2016
Keywords
  • Amalan Penerapan,
  • Kemahiran Berfikir Aras Tinggi (KBAT),
  • Kemahiran Pemikiran Kritis (KPK),
  • Sekolah Berprestasi
How to Cite
Muhammad, S., Md Ali, R., & Ismail, S. N. (2016). TAHAP AMALAN PENERAPAN KEMAHIRAN PEMIKIRAN KRITIS (KPK) DI SEKOLAH MENENGAH BERPRESTASI TINGGI, SEDERHANA DAN RENDAH. Proceedings of The ICECRS, 1(1), picecrs.v1i1.639. https://doi.org/10.21070/picecrs.v1i1.639

Copyright (c) 2016 Shamsuddin Muhammad, Ruzlan Md Ali, Siti Noor Ismail

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Abstract

Matlamat utama pendidikan negara sebagaimana yang dinyatakan dalam Pelan Pembangunan Pendidikan Malaysia (PPPM) 2013-2025 adalah untuk melahirkan modal insan yang mempunyai tahap dan penguasaan kemahiran berfikir yang tinggi dan berkesan.  Kajian ini bertujuan untuk mengenal pasti tahap amalan penerapan kemahiran pemikiran kritis (KPK) dalam P&P Matematik di sekolah menengah berprestasi.  Kajian ini menggunakan pendekatan kuantitatif yang menggunakan soalan soal selidik, dan ianya melibatkan responden seramai 226 orang guru Matematik di sekolah menengah di negeri Kelantan.  Bagi mengkaji tahap amalan penerapan KPK dalam kalangan guru, pengkaji telah mengambil dan membuat adaptasi dari instrumen kajian olehBarak dan Shakhman (2008), Al-degether (2009), Knapp (2013) dan Wainwright et al. (2003).  Dapatan kajian menunjukkan tahap amalan penerapan KPK di sekolah berprestasi tinggi (SBT) adalah lebih tinggi, diikuti sekolah berprestasi sederhana (SBS), dan sekolah berprestasi rendah (SBR). Secara spesifiknya, hasil analisis data menunjukkan nilai min bagi kesemua dimensi amalan penerapan KPK di SBT melebihi nilai 4.00 dan mencapai tahap tinggi, iaitu membuat refleksi dan merumus idea (min = 4.03), menggalakkan tabiat berfikir  (min = 4.49), mewujudkan persekitaran berfikir (min = 4.42), pergerakan ke arah pembelajaran kendiri (min = 4.12), dan merangsangkan meta kognitif (min = 4.50).  Manakala di SBS pula,  dimensi merangsangkan meta kognitif, menggalakan tabiat berfikir dan mewujudkan persekitaran berfikir adalah pada tahap tinggi dengan nilai min 4.27, 4.26, dan 4.24 masing-masing.  Manakala dimensi pergerakan ke arah pembelajaran kendiri dan membuat refleksi dan merumus idea masing-masing berada pada tahap sederhana dengan nilai min 3.85 dan 3.72.  Seterusnya di SBR pula,  empat (4) dimensi memberikan keputusan tahap sederhana, iaitu menggalakkan tabiat berfikir (min = 3.57), mewujudkan persekitaran berfikir (min = 3.66), pergerakan ke arah pembelajaran kendiri (min = 3.14) dan merangsangkan meta kognitif (min = 3.76).  Manakala, dimensi membuat refleksi dan merumus idea menunjukkan tahap yang rendah dengan nilai min 2.83.  Adalah diharapkan dapatan kajian ini dapat memberi sumbangan kepada bidang tubuh ilmu dengan mengetengahkan tahap amalan KPK berserta beberapa elemen penting yang dapat menyumbang kepada kecemerlangan mata pelajaran Matematik di sekolah.

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